"Bray continues her winning streak with this heedlessly sprawling series starter set in Prohibition-era New York. . .It’s jake, baby."- Booklist

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"1920s New York thrums with giddy life in this gripping [novel]. . .The intricate plot and magnificently imagined details of character, dialogue and setting take hold and don’t let go. Not to be missed."-Kirkus Reviews

THE UNIT PLANThis four week unit will revolve around the novel, The Diviners, by Libba Bray and is recommended for either junior or senior-level students in high school. The unit will focus on several aspects such as vocabulary in the novel. The vocabulary words include slang terms used in the 1920s as well as words that might be unfamiliar with students. The unit will also focus on events and fads in the 1920s as well as projects that relate to the novel.

THE GOALS- Students will explore character development and make inferences of characters actions and interactions. - Students will use prior knowledge of history to make connections to the novel.- Students will identify themes and ideas of the novel through class discussions and activities.

THE COMMON CORE STANDARDS- CC.11-12.R.I.3 Key Ideas and Details: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.- CC.11-12.R.I.7 Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.- CC.11-12.R.L.2 Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.- CC.11-12.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.- CC.11-12.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas- CC.11-12.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.